Paired associate learning in Chinese children with dyslexia

Li, Hong; Shu, Hua; McBride‐Chang, Catherine; Liu, Hong Yun; Xue, Jin

doi:10.1016/j.jecp.2009.02.001

Cited by 82 publications

(72 citation statements)

References 38 publications

(67 reference statements)

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“…Successful word recognition is therefore inevitably reliant on the ability to form correct association between visual word forms and their corresponding pronunciations (Ho, Chan, Tsang, Lee, & Chung, 2006;Li et al, 2009), in particular for beginning readers who are less likely to optimally utilize phonological cues to assist their word acquisitions. This may have contributed to the specific role of working memory for binding between visual and auditory-verbal modalities in predicting early progress in learning to read that was observed in this study.…”

Section: Discussionmentioning

confidence: 99%

“…IndividualsÕ abilities to form associations between visual and auditory-verbal stimuli in long-term memory have been repeatedly reported as a unique concurrent predictor of childrenÕs reading skills independent of their phonological processing skills such as phonological awareness and rapid automatized naming (Hulme et al, 2007;Li, Shu, McBride-Chang, Liu, & Xue, 2009;Messbauer & de Jong, 2003;Warmington & Hulme, 2012). It has been argued that this reported link reflects individualsÕ ability to form orthographic-phonological associations in long-term memory, and which in turn relates to reading development in children.…”

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confidence: 99%

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Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

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The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory, and how it may develop with age.This study examined the performance of Grade 2 (8 yrs old) and Grade 3 (9 yrs old) children and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. ChildrenÕs performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the children and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children, and improves with age.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

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“…Children with dyslexia show robust impairments in visual-verbal PAL (e.g., Li, Shu, McBride-Chang, Liu, & Xue, 2009;Litt & Nation, 2014;Mayringer & Wimmer, 2000;Messbauer, de, & Jong, 2003;Vellutino, Scanlon, & Spearing, 1995;Vellutino, Steger, Harding, & Phillips, 1975) and verbal-verbal PAL (Litt & Nation, 2014;Zigmond, 1966). These deficits cannot be explained by impaired associative learning or the processes involved in mapping a visual stimulus onto an oral response because children with dyslexia do not exhibit deficits in visualvisual PAL (Li et al, 2009;Litt et al, 2013;Messbauer & de Jong, 2003;Vellutino, Steger, & Pruzek, 1973) or visual-auditory PAL (i.e., learning associations between symbols and sequences of oral sounds such as humming, coughing, and puckering lips) (Torgesen & Murphey, 1979;Vellutino et al, 1975). Together, the findings from typically developing readers and children with dyslexia tell a strikingly similar story: the PAL-reading relationship emerges only when there is a verbal component to the associations to be learned; nonverbal associative learning is unrelated to reading ability.…”

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confidence: 99%

Paired associate learning deficits in poor readers: The contribution of phonological input and output processes

Litt

Wang

Sailah

et al. 2018

Quarterly Journal of Experimental Psychology

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It is well-established that poor readers exhibit deficits in paired associate learning (PAL), and there is increasing evidence for a phonological locus of these deficits. However, it remains unclear whether poor performance stems from difficulties specific to the phonological output system or difficulties that affect both phonological input and output processes. Understanding these deficits is important not only in the context of PAL but also for informing broader theories of typical and atypical reading development. We developed a novel paradigm that allowed us to assess PAL in the presence and absence of phonological output demands. In total, 14 poor readers and 14 age-matched controls were first trained to criterion in verbal-visual PAL before being tested in the visual-verbal direction. The results showed that poor readers learned at the same rate as controls in verbal-visual PAL, even when the nonword stimuli were phonologically confusable. Yet, despite having reached the same criterion as controls in verbal-visual PAL, poor readers exhibited robust impairments for those same paired associates in visual-verbal PAL. The overall pattern of results is most consistent with the conclusion that PAL deficits reflect impairments to the phonological output system; however, results that may challenge this interpretation are also discussed.

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“…The significance of morphological awareness was supported in a following study in which children with and without dyslexia were tested on the tasks including paired associative learning (visual-visual and visual-verbal PAL), phonological awareness, morphological awareness, rapid naming, verbal short-term memory and character recognition. The logistic regression demonstrated that morphological awareness, rapid naming and visual-verbal PAL uniquely distinguished children with and without dyslexia, even with other metalinguistic skills controlled (Li et al, 2009). …”

Section: The Characteristics and Core Deficits Of Chinese Children Wimentioning

confidence: 98%

Typical and Dyslexic Development in Learning to Read Chinese

Shu¹,

Hong²

2012

Dyslexia - A Comprehensive and International Approach

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Paired associate learning in Chinese children with dyslexia

Cited by 82 publications

References 38 publications

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Paired associate learning deficits in poor readers: The contribution of phonological input and output processes

Typical and Dyslexic Development in Learning to Read Chinese

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